Operations management teaching on European MBA programmes

A comprehensive review of the literature established that several investigations have been made of operations management teaching in the USA, whereas almost nothing has been published on European teaching. Therefore, an exploratory investigation was made of operations management teaching on the MBA courses of ten leading European business schools. The results show that course content is similar across schools, but there are large variations on three dimensions: the time allocated by schools to the subject; the balance between operations strategy and tools and techniques in teaching; and the level of emphasis given to service operations. The results also indicate the emerging importance of integrating operations management with other subjects in the MBA curriculum and the key challenge facing faculty - the need to raise the perceived importance of operations management. The comparison of courses will be of interest to all operations management faculty who teach core courses and particularly those who are looking for ideas on how to re-design courses

Modelling Corporate Competitive Capabilities for SMEs in the Malaysian Manufacturing Sector: An Exploratory Study

This study empirically tests the relationship between the four factors of corporate competitive capabilities (CCC) (cost leadership, differentiation, innovative marketing and customer service) and business performance. The study specifically emphasises small and medium enterprises (SMEs) in Malaysia. The study’s quantitative approach is based on the responses of 135 Malaysian manufacturing SMEs responded to a postal questionnaire. Empirical results from structural equation modelling (SEM) demonstrate an insignificant relationship between CCC and business performance

Understanding the concept of the entrepreneurial university from the perspective of higher education models

Over the last few decades, globalization and ever-increasing demands of the knowledge-based economy have caused higher education in most countries around the world to undergo significant transformation. Notwithstanding the dramatic changes in higher education, it is clearly noticed that the influence of the European higher education models is still present despite the fact that the American model has then become dominant on higher education in Europe or even worldwide. The changes have been seen in the evolutionary roles of universities, which share the common trend from traditional missions of teaching and research to the third mission for economic development. Despite various viewpoints about the third mission, the common one concerns the entrepreneurial role of university for socio-economic development, underlying the concept of entrepreneurial university in which the collaboration between university and external stakeholders is emphasized. This paper is aimed to present a review of the taxonomy of the three European higher education models, namely the Humboldtian, Napoleonic, and Anglo-Saxon model, which is followed by a discussion on the emergence of the Anglo-American model of higher education. The paper then presents the third mission in relation to the roles of a university in developed countries, which is followed by the elaboration on the transformation from mode 1 to mode 2 in knowledge production, and a pathway toward entrepreneurial universities. © 2014 Springer Science+Business Media Dordrecht